Course Syllabus
Faculty
| Section | Teacher |
|---|---|
| E | Ms. H. Stirrup |
Contacting Me
As the teacher for this course, I can be contacted in the following ways:
- Name: Heather Stirrup
- Office: 111b
- Email: hstirrup@stgeorges.bc.ca
Course Description
St. George's School
MATHEMATICS 9
COURSE OUTLINE
2020-2021
The suggested timing below is approximate. There is some degree of flexibility by the teacher, in the time allocated to each topic, depending upon circumstances, but the program will be delivered broadly as indicated.
OVERVIEW:
Term 1 25 classes
Unit 1 Linear Equations and inequalities 8 classes
Unit 2 Rational Numbers 8 classes
Unit 3 Square Roots & Surface Area & Volume 7 classes
Unit 4 Financial Literacy 3 classes
Term 2 25 classes
Unit 5 Powers and Exponents 7 classes
Unit 6 Linear Relations 7 classes
Unit 7 Probability and Statistics (+project) 5 classes
Term 3 25 classes
Unit 8 Polynomials 8 classes
Unit 9 Similarity and Transformations 6 classes
Unit 10 Circle Geometry 4 classes
There will also be two or three Rich Assessment Tasks at various points in the year, wherever the teacher deems appropriate.
This leaves approximately 5 classes for final review
Both Grade 8 and Grade 9 lose 2 classes in term 1 for their out-trips.
Skills / Content Outline for Math 9 2020-2021
MATHS MAKES SENSE 9 3.1 etc refer to chapter /section
TERM 1
Unit 1 Linear Equations and Inequalities 7 classes + final assessment
6.1 Solving equations by using the inverse operation
6.2 Solving equations by using balance strategies
6.3 Introduction to linear inequalities
6.4 Solving Lin Ineqs by using addition and subtraction
6.5 Solving Lin Ineqs by using multiplication and division
Unit 2 Rational Numbers (Fractions) 7 classes +final assessment
3.1 What is a rational number
3.2 Adding rational numbers
3.3 Subtracting rational numbers
3.4 Multiplying rational numbers
3.5 Dividing rational numbers
3.6 Order of operations
Unit 3 Square Roots and Surface Area 6 classes+ final assessment
1.1 Square roots of perfect squares and cubes
1.2 Square roots of non-perfect squares and cubes
Pythagoras and review
1.3 Surface areas of objects composed of right rectangular prisms
1.4 Surface area of other composite objects
Extend to Volumes of simple prisms, pyramids and cones.
Unit 4 Financial Literacy 3 classes + final assessment
Banking
Simple Interest
Savings and Planned Purchases
TERM2
Unit 5 Powers and Exponent Laws 6 classes + final assessment
2.1 What is a power?
2.2 Powers of ten and the zero exponent.
2.3 Order of Operations in calculations involving powers
2.4 Exponent Laws I
2.5 Exponent Laws II
Unit 6 Linear Relations 6 classes + final assessment
4.1 Writing equations to describe patterns
4.2 Linear relations
4.3 Another form of the equation for a linear relation
4.4 Matching equations and graphs
4.5 Using graphs to estimate values
Unit 7 Probability and Statistics 4 classes + final assessment + project
9.1 Probability in society
9.2 Potential problems in collecting data
9.3 Samples and Populations
9.4 Selecting a sample
9.5 Designing a project plan.
TERM 3
Unit 8 Polynomials \ 7 classes + final assessment
5.1 Modelling Polynomials
5.2 Like terms and Unlike terms
5.3 Adding Polynomials
5.4 Subtracting polynomials
5.5 Multiplying and dividing by a constant
5.6 Multiplying and dividing by a monomial
Unit 9 Similarity and Transformations 5 classes + final assessment
7.1 Scale Diagrams and enlargements
7.2 Scale Diagrams and reductions
7.3 Similar Polygons
7.4 Similar Triangles
7.5 Reflections and line symmetry
7.6 Rotations and rotational symmetry
7.7 Identifying symmetries on the Cartesian plane.
Unit 10 Circle Geometry 3 classes + final assessment
8.1 Properties of tangents to a circle
8.2 Properties of chords in a circle
8.3 Properties of angles in a circle
FINAL OVERALL REVIEW OF ALL TOPICS…. approximately 5 classes
Math 9 Outline for 2020-2021 including outcomes
MATHS MAKES SENSE 9 (PEARSON) Program
Chapter 1 Square Roots and Surface Area (Unit 3) 6 classes + Unit test
AN1 Determine the square roots of fractions and decimals that are perfect squares.
& approximate the square roots of fractions and decimals that are non-perfect squares.
M2 Determine the surface areas of composite 3-D objects to solve problems.
M3 Determine the volumes of composite 3-D objects to solve problems
|
|
Curriculum Focus |
Approx. # of classes |
|
1.1 Square roots of perfect squares |
Determine the square roots of decimals and fractions that are perfect squares. |
½ |
|
1.2 Square roots of non-perfect squares |
Approximate the square roots of decimals and fractions that are non-perfect squares. |
½ |
|
Review of PYTHAGORAS and Pythagorean Triples |
Discovering the relationship between the side lengths of a right triangle; What happens in non-right triangles, Pythagorean Triples |
3 |
|
1.3 Surface areas and Volumes of objects composed of right rectangular prisms |
Determine the surface areas and volumes of composite objects made from cubes and other right rectangular prisms.
|
1 |
|
1.4 Surface area and volumes of other composite objects |
Determine the surface areas of composite objects made from right prisms and right cylinders [VOLUMES are extensions beyond the text, to include cones as well as cylinders] |
1 |
|
Final Assessment |
|
1 |
Chapter 2 Powers and Exponent Laws (Unit 5) 6 classes + Unit test
|
|
Curriculum Focus |
Approximate # of classes |
|
2.1 What is a power? |
Use powers to represent repeated multiplication |
1 |
|
2.2 Powers of ten and the zero exponent. |
Explore patterns and powers of 10 to develop a meaning for the exponent 0. |
1 |
|
2.3 Order of Operations in calculations involving powers |
Explain and apply the order of operations with exponents |
1 |
|
2.4 Exponent Laws I |
Understand and apply the exponent laws for products and quotients |
1 |
|
2.5 Exponent Laws II |
Understand and apply exponent laws for powers of: products; quotients; and powers. |
2 |
|
Final Assessment |
|
1 |
Chapter 3 Rational Numbers (Unit 2) 7 classes + Unit test
AN6 Compare and order rational numbers. Explain and apply the order of operations with rational numbers with and without technology.
AN4 Solve problems by adding, subtracting rational numbers.
AN5 Solve problems by multiplying, and dividing rational numbers
|
|
Curriculum Focus |
# of classes |
|
3.1 What is a rational number |
Compare and order rational numbers |
1 |
|
3.2 Adding rational numbers |
Solve problems that require adding rational numbers |
1 |
|
3.3 Subtracting rational numbers |
Solve problems that require subtracting rational numbers |
1
|
|
3.4 Multiplying rational numbers |
Solve problems that require multiplying rational numbers |
1 |
|
3.5 Dividing rational numbers |
Solve problems that require dividing rational numbers |
1 |
|
3.6 Order of operations ( including exponents) |
Explain and apply the order of operations with rational numbers, including exponents, with and without technology |
2 |
|
Final Assessment |
|
1 |
Chapter 4 Linear Relations (Unit 6) 6 classes + Unit test
RF2 Use expressions and equations to generalize patterns and linear relations.
RF3 Analyze the graphs of linear relations & Interpolate and extrapolate to solve problems.
|
|
Curriculum Focus |
# of classes |
|
4.1 Writing equations to describe patterns |
Use equations to describe and solve problems involving patterns. |
1 |
|
4.2 Linear relations |
Analyze the graph of a linear relation |
1 |
|
4.3 Another form of the equation for a linear relation |
Recognize the equations of horizontal, vertical, and oblique lines, and graph them. |
1 |
|
4.4 Matching equations and graphs |
Match equations and graphs of linear functions |
2 |
|
4.5 Using graphs to estimate values |
Use interpolation and extrapolation to estimate ‘missing’ values, with and without technology. |
1 |
|
Final Assessment |
|
1 |
Chapter 5 Polynomials (Unit 7) 7 classes + Unit test
Represent Algebraic Expressions in Multiple Ways
AN12 Addition and Subtraction of Polynomials
AN13 Multiplication and Division of Polynomials
AN14 Representation by algebra tiles and other models
|
|
Curriculum Focus |
# of classes |
|
5.1 Modelling Polynomials |
Demonstrate an understanding of polynomials ( deg leq 2) |
1 |
|
5.2 Like terms and Unlike terms |
Classify according to degree, coefficient etc and identify like terms |
1 |
|
5.3 Adding Polynomials |
Model, record and explain addition of polynomials, concretely, pictorially and symbolically |
1 |
|
5.4 Subtracting polynomials |
Model, record and explain subtraction of polynomials, concretely, pictorially and symbolically |
1 |
|
5.5 Multiplying and dividing by a constant |
Model multiplication and division by a constant, pictorially, concretely and symbolically |
2 |
|
5.6 Multiplying and dividing by a monomial |
Model multiplication and division by a monomial, pictorially, concretely and symbolically |
1 |
|
Final Assessment |
|
1 |
Chapter 6 Linear Equations and Inequalities (Units 1)
7 classes + Unit test
Represent and solve algebraic expressions in multiple ways.
AN15 Model and Solve problems involving linear equations
AN16 Model and Solve problems involving linear inequalities.
|
|
Curriculum Focus |
# of classes |
|
6.1 Solving equations by using the inverse operation |
Model and solve problems using linear equations |
1 |
|
6.2 Solving equations by using balance strategies |
Model and solve problems using linear equations |
2 |
|
6.3 Introduction to linear inequalities |
Explain and illustrate strategies to solve single variable linear inequalities. |
1 |
|
6.4 Solving Lin Ineqs by using addition and subtraction |
Explain and illustrate strategies to solve single variable linear inequalities with rational coefficients within a problem solving context. |
1 |
|
6.5 Solving Lin Ineqs by using multiplication and division |
Explain and illustrate strategies to solve single variable linear inequalities with rational coefficients within a problem-solving context.
|
2 |
|
Final Assessment |
|
1 |
Chapter 7 Similarity and Transformations (Unit 10) 5 classes + Unit test
Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.
M5 Draw and interpret scale diagrams; Apply properties of similar polygons.
M6 Identify and describe line symmetry and rotational symmetry.
|
|
Curriculum Focus |
# of classes |
|
7.1 Scale Diagrams and enlargements |
Draw and interpret scale diagrams. |
½ |
|
7.2 Scale Diagrams and reductions |
Draw and interpret scale diagrams |
½ |
|
7.3 Similar Polygons |
Demonstrate an understanding of mathematical similarity of polygons |
½
|
|
7.4 Similar Triangles |
Demonstrate an understanding of mathematical similarity of triangles |
½ |
|
7.5 Reflections and line symmetry |
Demonstrate an understanding of line symmetry. Draw translations of images under such transformation rules. |
1 |
|
7.6 Rotations and rotational symmetry |
Demonstrate an understanding of rotational symmetry. Draw translations of images under such transformation rules. |
1 |
|
7.7 Identifying symmetries on the Cartesian plane. |
Identify and describe symmetries on the plane, in artwork, or in the real world |
1 |
|
Final Assessment |
|
1 |
Chapter 8 Circle Geometry (Unit 11) 3 classes + Unit test
M7 Circle properties that relate a tangent to a circle and the radius of the circle; a chord in a circle, its perpendicular bisector, and the centre of the circle; the measures of angles in circles.
|
|
Curriculum Focus |
# of classes |
|
8.1 Properties of tangents to a circle |
Discover the relationship between a tangent and a radius, then solve related problems. |
1 |
|
8.2 Properties of chords in a circle |
Relate a chord, its perpendicular bisector, and the centre of the circle, then solve problems. |
1 |
|
8.3 Properties of angles in a circle |
Discover the properties of inscribed angles and central angles, then solve related problems. |
1 |
|
Final Assessment |
|
1 |
Chapter 9 Probability and Statistics (Unit 4)
S3 display data, and understand problems with bias, sampling methods etc
S4 collate and analyze data to solve problems 4 classes + Unit test + project
|
|
Curriculum Focus |
# of classes |
|
9.1 Probability in society |
Explain how probability is used outside the classroom. Demonstrate the role of probability in society |
½ |
|
9.2 Potential problems in collecting data |
Provide examples of how bias, cost, ethics, poor sampling etc, may influence the data |
½ |
|
9.3 Samples and Populations |
Select and defend the choice of using either a population or a sample of a population to answer a question. |
½ |
|
9.4 Selecting a sample |
Understand how to construct, choose and select an appropriate sample |
½ |
|
9.5 Designing a project plan. |
Develop and implement a project plan for the collection, display and analysis of data |
1 |
|
Project |
Actually perform the project |
1 |
|
Final Assessment |
|
1 |
Financial Literacy (Unit 4) 3 classes + assessment
FL1 Understand terminology associated with banking
FL2 Understand and solve problems involving calculation of simple interest
FL3 Understand the importance of saving, and solve problems involving saving for planned purchases
SPECIFIC OUTCOMES and suggested weights
Unit 1 Linear Equations and Inequalities (Chapter 6)
8 classes + Unit test
Represent and solve algebraic expressions in multiple ways.
AN15 Model and Solve problems involving linear equations 5.5%
AN16 Model and Solve problems involving linear inequalities. 5.5%
Unit 2 Rational Numbers (Chapter 3)
7 classes + Unit test
AN6 Compare and order rational numbers. Explain and apply the order of operations with rational numbers with and without technology. 3.5%
AN4 Solve problems by adding, subtracting rational numbers. 3.5%
AN5 Solve problems by multiplying, and dividing rational numbers 3.5%
Unit 3 Square Roots and Surface Area (Chapter 1)
6 classes + Unit test
AN1 Determine the square roots of fractions and decimals that are perfect squares.
& approximate the square roots of fractions and decimals that are non-perfect squares. 2.5%
M2 Determine the surface areas of composite 3-D objects to solve problems. 3%
M3 Determine the volumes of composite 3-D objects to solve problems 3%
Unit 4 Financial Literacy (in-house chapter)
3 classes + assessment
FL1 Understand terminology associated with banking 1.5%
FL2 Understand and solve problems involving calculation of simple interest 1.5%
FL3 Understand the importance of saving, and solve problems involving saving for planned purchases 1.5%
Unit 5 Powers and Exponent Laws (Chapter 2)
5 classes + Unit test
AN10 Use powers to represent repeated multiplication.
Use patterns to understand a power with exponent 0.
Solve problems involving powers, 5.5%
AN11 Perform operations with powers.
Explain and apply the order of operations with exponents. 5.5%
Unit 6 Linear Relations (Chapter 4) 4 classes + Unit test
RF2 Use expressions and equations to generalize patterns and linear relations. 5.5%
RF3 Analyze the graphs of linear relations & Interpolate and extrapolate to solve problems. 5.5%
Unit 7 Probability and Statistics (Chapter 9)
5 classes + project
SP3 display data, and understand problems with bias, sampling methods etc 2.5%
SP4 collate and analyze data to solve problems 2.5%
Unit 8 Polynomials (Chapter 5) 5 classes + Unit test
Represent Algebraic Expressions in Multiple Ways
AN12 Addition and Subtraction of Polynomials 3.5%
AN13 Multiplication and Division of Polynomials 3.5%
AN14 Representation by algebra tiles and other models 3.5%
Unit 9 Similarity and Transformations (Chapter 7)
5 classes + Unit test
Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.
M5 Draw and interpret scale diagrams; Apply properties of similar polygons. 4%
M6 Identify and describe line symmetry and rotational symmetry. 4%
Unit 10 Circle Geometry (Chapter 8) 7 classes + Unit test
M7 Circle properties that relate a tangent to a circle and the radius of the circle; a chord in a circle, its perpendicular bisector, and the centre of the circle; the measures of angles in circles. 4%
These weights total 84%
Assessment will be aligned against these Learning Outcomes and the following
Curricular Competencies:
CC1 Reasoning and Analysing 4%
CC2 Understanding and Solving 4%
CC3 Communicating and Representing 4%
CC4 Connecting and Reflecting 4%
Reasoning and analyzing
Use logic and patterns to solve puzzles and play games
Use reasoning and logic to explore, analyze, and apply mathematical ideas
Estimate reasonably
Demonstrate and apply mental math strategies
Use tools or technology to explore and create patterns and relationships, and test conjectures
Model mathematics in contextualized experiences
Understanding and solving
Apply multiple strategies to solve problems in both abstract and contextualized situations
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Visualize to explore mathematical concepts
Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures
Communicating and representing
Use mathematical vocabulary and language to contribute to mathematical discussions
Explain and justify mathematical ideas and decisions
Communicate mathematical thinking in many ways
Represent mathematical ideas in concrete, pictorial, and symbolic forms
Connecting and reflecting
Reflect on mathematical thinking
Connect mathematical concepts to each other and to other areas and personal interests
Use mathematical arguments to support personal choices
Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts
Course Expectations
St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.
Workload
The workload of this course is expected to be:
The workload of this course is expected to be: Homework is expected to be a range of questions, answered over a 45 minute period at home.
Submitting work
Students in this course are expected to complete work assignments on the date assigned and to submit their work at the start of each lesson.
If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system.
Instructional Aims
Based on the B.C. Ministry of Education curriculum, students will learn through the following experiences:
- Teacher directed learning
- Student independent learning
- Students collaborating and presenting their findings
- Students experiencing Math and the real world
Learning Outcomes
Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:
-
Represent and solve algebraic expressions in multiple ways.
AN15 Model and Solve problems involving linear equations
AN16 Model and Solve problems involving linear inequalities.
AN6 Compare and order rational numbers. Explain and apply the order of operations with rational numbers with and without technology.
AN4 Solve problems by adding, subtracting rational numbers.
AN5 Solve problems by multiplying, and dividing rational numbers
AN1 Determine the square roots of fractions and decimals that are perfect squares, & approximate the square roots of fractions and decimals that are non-perfect squares.
M2 Determine the surface areas of composite 3-D objects to solve problems.
M3 Determine the volumes of composite 3-D objects to solve problems
FL1 Understand terminology associated with banking
FL2 Understand and solve problems involving calculation of simple interest
FL3 Understand the importance of saving, and solve problems involving saving for planned purchases
AN10 Use powers to represent repeated multiplication.
Use patterns to understand a power with exponent 0.
Solve problems involving powers,
AN11 Perform operations with powers.
Explain and apply the order of operations with exponents.
RF2 Use expressions and equations to generalize patterns and linear relations.
RF3 Analyze the graphs of linear relations & Interpolate and extrapolate to solve problems.
SP3 display data, and understand problems with bias, sampling methods etc
SP4 collate and analyze data to solve problems
Represent Algebraic Expressions in Multiple Ways
AN12 Addition and Subtraction of Polynomials
AN13 Multiplication and Division of Polynomials
AN14 Representation by algebra tiles and other models
Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.
M5 Draw and interpret scale diagrams; Apply properties of similar polygons.
M6 Identify and describe line symmetry and rotational symmetry.
M7 Circle properties that relate a tangent to a circle and the radius of the circle; a chord in a circle, its perpendicular bisector, and the centre of the circle; the measures of angles in circles.
Assessment will be aligned against these Learning Outcomes and the following
Curricular Competencies:
CC1 Reasoning and Analysing 4%
CC2 Understanding and Solving 4%
CC3 Communicating and Representing 4%
CC4 Connecting and Reflecting 4%
Assessment and Evaluation
A student's final mark will be determined by evaluation of their ability to demonstrate proficiency in these skills and learning these concepts.
Major assessments for this course include:
-
- Unit Tests
- (EN)Richment Assessment Tasks (RAT)
- End of year exam
Skills
- Developing mathematical skills
- Developing numeracy skills
- Developing literacy skills
- Developing learning techniques
- Developing interpersonal skills
- Developing real life skills for the world around us
Content
- See the syllabus
We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.
Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.
There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:
- Faculty support
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
First Peoples Principles
We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.
As part of contribution to reconciliation, this course makes First Peoples Principles of Learning visible in class by:
-
- Learning involves recognizing the consequences of one's actions
- Learning is holistic, reflexive, reflective, experiential and relational (focused on connectedness, on reciprocal relationships, and a sense of place)
- Learning involves patience and time
Literacy/Numeracy
This course makes literacy/numeracy visible by using the following comprehension tasks and strategies:
- How numeracy is cross-curricular, not only in Math
- Explaining one's findings through verbal explanation
- Explaining one's finding through written explanation
- Explaining where an answer is incorrect and what is the correct procedures
Learning Resources
Resources that will be used as part of this course include:
- Math Makes Sense 9 textbook and ebook
- Theory and Problems for Mathematics 9
- online resources
Canvas Information
Canvas is where course content, grades, and communication will reside for this course.
- canvas.stgeorges.bc.ca
- For Canvas, passwords, or any other technical support contact the SGS Service Desk.
- 604 221-3654
- Sr Room 121
- SGSServiceDesk@stgeorges.bc.ca
St. George's School Student Code of Conduct
St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.
The purpose of the Student Code of Conduct is to ensure that
- A safe, caring, and productive teaching and learning environment exists.
- We maintain appropriate balances among individual and collective interests and responsibilities.
- There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
- We encourage and practice environmental stewardship.
The core values which provide the foundation for the Student Code of Conduct are:
- Empathy
- Humility
- Integrity
- Respect
- Responsibility
- Resilience
Conduct Expectations
- I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
- I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
- I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
- I understand, accept, and will respect all of my school-related commitments and responsibilities.
- I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
- I will obtain necessary permission to leave class or school.
- I will take pride in my personal appearance.
- I will be dressed appropriately at all times for all events as outlined by the School.
- I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
- I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
- I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
- I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
- I will care for all property, whether it is public or a peer’s personal possessions.
- I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
- I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
- I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
- I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.
Academic Integrity
Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.
Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.
-
Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
- Copying any part of an assessment;
- Allowing others to copy any part of an assessment;
- Improperly giving or receiving assessment information;
- Using unauthorized resources for or during an assessment;
- Submission of the same assessment more than once; and/or
- Skipping classes to avoid an assessment.
-
Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include:
- Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
- Alteration or falsification of academic reports or other academic records for any purpose;
- Submission of false credentials;
- Making false representation on an application for admission; and/or
- Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
-
Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
- Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
- A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
-
Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
- Unauthorized access to, use of, or alteration of computer data and information;
- Gaining academic advantage by using technology that inhibits the use of the resources by others;
- Damage to or destruction of library or laboratory resources; and/or
- Willful or negligent damage to the academic work of a fellow student and/or teacher.
Academic Supports
There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:
- Faculty support
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
Bullying
St. George’s School does not tolerate bullying. Students are prohibited from bullying.
Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:
- Physical violence such as hitting, pushing or spitting at another student;
- Interfering with another student’s property, such as by stealing, hiding, or damaging it;
- Using offensive names when addressing another student;
- Teasing or spreading rumours about another student or their family;
- Belittling another student’s abilities and achievements;
- Writing offensive notes or graffiti about another student;
- Unreasonably excluding another student from a group activity;
- Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
- Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.
Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.
Students are required to:
- Refrain from engaging in any kind of bullying;
- Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
- Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.
Course Summary:
| Date | Details | Due |
|---|---|---|